Mia is a PhD candidate at the Faculty of Education, University of Cambridge (Trinity Hall). She first joined the University of Cambridge as a recipient of The Cambridge Assessment Scholarship from Cambridge Overseas Trust. Her dissertation is about the role of language when bilingual students express school-related experiences. Prior to joining the DIALLS project, she worked as a research assistant in several other projects at her faculty such as Classroom Dialogue (Does it really make a difference for student learning?), Lesson Study Project (Teacher Learning and Lesson Study in Mathematics Higher Order Teaching and Learning), and Play, Learning and Narrative Skills (PLaNS). Her doctoral work and academic background in education, psychology, and religion focuses on understanding the role of dialogue in students’ cognitive and emotional development in multicultural, interreligious, and transnational contexts.
She currently serves as a PhD student representative of the Psychology, Education, Learning Studies (PELS) Group at the Faculty of Education, and is also a member of the Cambridge Educational Dialogue Research (CEDiR) Group. She recently translated a Korean version of Interthinking by Neil Mercer. Other than her academic work, she enjoys teaching Korean language and culture at Cambridge Korean School. Mia’s role in DIALLS involves data collection of classroom conversation and the analysis of dialogue and argumentation.
